Effects of Flipped Teaching Method on Cognitive Load and Academic Achievement of Senior High School Students

Abstract

Abstract: To explore the influence of flipped teaching method on cognition load and learning performance of senior high school students, the researchers used a pretest and posttest quasi-experimental research design. The results showed that: 1) the flipped classroom teaching method indeed decreased cognitive load of senior high school students and increased their learning performance; 2) there existed the expertise reversal effect on cognitive load during the implementation stage of the flipped classroom teaching method, which meant that low score group benefited more from it compared with high score one. The findings suggest that the flipped teaching method affects the learning achievement by effectively reducing the intrinsic cognitive load of the learner, which is the psychological mechanism of the excellent learning effect in the flipped classroom. Simultaneously, teachers should pay more attention to cognition load’s variation and its effect on learning performance of senior high school students in the process of the flipped classroom teaching, so that necessary measures can be taken to promote all students’ learning efficiency, especially for high achieving ones.

Key words: flipped teaching method, cognitive load, academic achievement, senior high school students

摘要： 采用不等组实验组、控制组前测后测的准实验设计，探讨了翻转课堂背景下翻转教学法对高中生认知负荷及学习成绩的影响。结果发现：（1）翻转教学法能有效降低高中生的内在认知负荷，提高其学习成绩与学习效率；（2）翻转课堂背景下，高中生的认知负荷存在知识反转效应，即高成绩者的收益低于低成绩者。结果提示，翻转课堂取得优异学习效果的心理机制在于通过有效降低学习者的内在认知负荷而影响其学习成绩；同时，翻转教学法的运用过程中须考虑学习者认知负荷的变化及学习效率，其对所有的学习者不是同等有效的。

关键词: 翻转教学法, 认知负荷, 学习成绩, 高中生

CLC Number:

B842

SUN Chongyong, LIU Lili, GAO Chunyang. Effects of Flipped Teaching Method on Cognitive Load and Academic Achievement of Senior High School Students[J]. Studies of Psychology and Behavior, 2020, 18(3): 369-375.

孙崇勇, 刘丽丽, 高春阳. 翻转教学法对高中生认知负荷及学习成绩的影响[J]. 心理与行为研究, 2020, 18(3): 369-375.

References

车敬上, 孙海龙, 肖晨洁, 李爱梅. (2019). 为什么信息超载损害决策? 基于有限认知资源的解释. 心理科学进展, 27(10), 1758-1768
黄希庭, 张志杰. (2010). 心理学研究方法 (第2版). 北京: 高等教育出版社.
乐会进, 蔡亮文. (2019). 促进深度学习的翻转课堂研究: 认知负荷理论的视角. 教学与管理, 36(12), 92-95
李文静, 童钰, 王福兴, 康素杰, 刘华山, 杨超. (2016). 动画教学代理对多媒体学习的影响: 学习者经验与偏好的调节作用. 心理发展与教育, 32(4), 453-462
乔纳森·伯格曼, 亚伦·萨姆. (2015). 翻转课堂与慕课教学: 一场正在到来的教育变革 (宋伟译). 北京: 中国青年出版社.
邱莉, 陆迎迎, 施国青. (2016). 翻转课堂内涵与心理学教学理论的一致性探讨. 教学研究, 39(6), 80-82, 108, doi: 10.3969/j.issn.1005-4634.2016.06.017
宋艳玲, 孟昭鹏, 闫雅娟. (2014). 从认知负荷视角探究翻转课堂——兼及翻转课堂的典型模式分析. 远程教育研究, 32(1), 105-112
孙崇勇, 李淑莲. (2017). 认知负荷理论及其在教学设计中的运用. 北京: 清华大学出版社.
孙崇勇, 李淑莲. (2019). 中学生心理特征专题研究. 北京: 经济管理出版社.
王珺, 俞佳君. (2016). 学生评教: 重教还是重学?——基于我国30所高校学生评教指标的分析. 苏州大学学报(教育科学版), 4(2), 104-111
王勇. (2016). 翻转课堂的理论与实践——基于应用型本科人才培养的探索. 杭州: 浙江大学出版社.
杨丽恒, 原文志, 马建宏. (2015). 基于认知负荷理论的数学“翻转课堂”教学模式探究. 教学与管理, 32(21), 102-104
张冬梅, 路海东, 祖雅桐. (2016). 认知负荷视角下的知识反转效应. 心理科学进展, 24(4), 501-509
赵东华. (2016). 论认知负荷理论及对翻转课堂设计的效应启示. 中国成人教育, 25(19), 94-96
赵立影. (2014). 多媒体学习中的知识反转效应研究 (博士学位论文). 华东师范大学, 上海.
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14.
Aşiksoy, G., & Özdamli, F. (2016). Flipped classroom adapted to the ARCS model of motivation and applied to a physics course. EURASIA Journal of Mathematics, Science & Technology Education, 12(6), 1589-1603.
Ayres, P. (2006). Using subjective measures to detect variations of intrinsic cognitive load within problems. Learning and Instruction, 16(5), 389-400, doi: 10.1016/j.learninstruc.2006.09.001.
Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236.
Bishop, J. L. (2013). A controlled study of the flipped classroom with numerical methods for engineers (Unpublished doctorial dissertation). Utah State University, Logan.
Chen, O. H., Kalyuga, S., & Sweller, J. (2017). The expertise reversal effect is a variant of the more general element interactivity effect. Educational Psychology Review, 29(2), 393-405, doi: 10.1007/s10648-016-9359-1.
Chen, Y. L., Wang, Y. P., Kinshuk, & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16-27.
Clark, R. C., Nguyen, F., & Sweller, J. (2007). Efficiency in learning: Evidence-based guidelines to manage cognitive load. Journal of Educational Technology & Society, 10(3), 325-326.
Dayton, F. (2019). A three-year retrospective analysis comparing student retention of human physiology concepts in flipped, lecture, and two-stage cooperative testing classrooms. Journal of College Science Teaching, 49(1), 59-63.
DeLeeuw, K. E., & Mayer, R. E. (2008). A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane load. Journal of Educational Psychology, 100(1), 223-234, doi: 10.1037/0022-0663.100.1.223.
Granero Lucchetti, A. L., da Silva Ezequiel, O., de Oliveira, I. N., Moreira-Almeida, A., & Lucchetti, G. (2018). Using traditional or flipped classrooms to teach “Geriatrics and Gerontology”? Investigating the impact of active learning on medical students’ competences. Medical Teacher, 40(12), 1248-1256, doi: 10.1080/0142159X.2018.1426837.
Homer, B. D., & Plass, J. L. (2010). Expertise reversal for iconic representations in science visualizations. Instructional Science, 38(3), 259-276, doi: 10.1007/s11251-009-9108-7.
Howell, D. (2013). Effects of an inverted instructional delivery model on achievement of ninth-grade physical science honors students (Unpublished doctorial dissertation). Gardner-Webb University, Boiling Springs, NC.
Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96, doi: 10.1080/09588221.2014.967701.
Jiang, D. Y., Kalyuga, S., & Sweller, J. (2018). The curious case of improving foreign language listening skills by reading rather than listening: An expertise reversal effect. Educational Psychology Review, 30(3), 1139-1165, doi: 10.1007/s10648-017-9427-1.
Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19(4), 509-539, doi: 10.1007/s10648-007-9054-3.
Koo, C. L., Demps, E. L., Farris, C., Blowman, J. D., Panahi, L., & Boyle, P. (2016). Impact of flipped classroom design on student performance and perceptions in a pharmacotherapy course. American Journal of Pharmaceutical Education, 80(2), 33-47, doi: 10.5688/ajpe80233.
Lee, H., Plass, J. L., & Homer, B. D. (2006). Optimizing cognitive load for learning from computer-based science simulations. Journal of Educational Psychology, 98(4), 902-913, doi: 10.1037/0022-0663.98.4.902.
Marlowe, C. A. (2012). The effect of the flipped classroom on student achievement and stress (Unpublished master’s thesis). Montana State University, Bozeman.
McGivney-Burelle, J., & Xue, F. (2013). Flipping calculus. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 23(5), 477-486.
Musallam, R. (2010). The effects of using screencasting as a multimedia pre-training tool to manage the intrinsic cognitive load of chemical equilibrium instruction for advanced high school chemistry students (Unpublished doctorial dissertation). University of San Francisco.
O’Flaherty, J., & Philips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85-95, doi: 10.1016/j.iheduc.2015.02.002.
Paas, F. G. W. C., & van Merriënboer, J. J. G. (1994). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6(4), 351-371, doi: 10.1007/BF02213420.
Pierce, R., & Fox, J. (2012). Vodcasts and active-learning exercises in a ‘flipped classroom’ model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(10), 196, doi: 10.5688/ajpe7610196.
Roelle, J., & Berthold, K. (2013). The expertise reversal effect in prompting focused processing of instructional explanations. Instructional Science, 41(4), 635-656, doi: 10.1007/s11251-012-9247-0.
Wuellner, M. R. (2013). Student learning and instructor investment in online and face-to-face natural resources courses. Natural Sciences Education, 42(1), 14-23.
Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251-260, doi: 10.1016/j.chb.2016.12.085.

[1]	GAI Xiaosong, WU Xiaojing, GU Tingyu, ZHANG Chan, MA Yuanchun. The Predictive Role of Socioeconomic Status and Positive Qualities on Middle School Students’ Achievement of the High School Entrance Examination [J]. Studies of Psychology and Behavior, 2022, 20(3): 368-374.
[2]	YAO Wenyu, ZHANG Wen, LIU Ying, ZHANG Simin, DING Xuechen, XU Gangmin. Developmental Trajectories of Depression and Academic Achievement in Children: Based on Parallel Latent Growth Modeling [J]. Studies of Psychology and Behavior, 2021, 19(2): 223-229.
[3]	ZHAO Tingting, YANG Xiaomeng, ZHANG Yang, WANG Yanqing, XIE Heping, WANG Fuxing. Is There an Expertise Reversal Effect of Signaling Principle in Multimedia Learning? Evidences from Two Meta-Analyses [J]. Studies of Psychology and Behavior, 2021, 19(1): 22-29.
[4]	ZHANG Ye, YUAN Bo, WANG Kai, SHEN Ting. The Effect of Impulsivity Traits on Senior High School Students’ Suicidal Ideation: The Role of Campus Exclusion and Sense of Life Meaning [J]. Studies of Psychology and Behavior, 2021, 19(1): 89-95.
[5]	SHA Jingying, ZHANG Xiangkui. Adolescents’ Peer Selection and Peer Influence: A Vertical Social Network Analysis Based on Academic Engagement and Academic Achievement [J]. Studies of Psychology and Behavior, 2020, 18(5): 652-658.
[6]	GAN Jiaqun, ZHANG Manman, HU Jinhui, GUO Yunfei, CHEN Youzhen. The Underlying Mechanism of Implementation Intention on Event-Based Prospective Memory [J]. Studies of Psychology and Behavior, 2020, 18(1): 53-59.
[7]	GONG Shaoying, HAN Yusi, WANG Zhen, XU Sheng, LIU Xiaoxian. Effects of Complexity of Computer-based Feedback and Prior Knowledge on Learning [J]. Studies of Psychology and Behavior, 2019, 17(6): 765-772.
[8]	ZHANG Xinghui, LUO Yuhan, XUAN Xin, WANG Yun. The Multilevel Analysis of Daily Life Events on Senior High School Students' Daily Emotion Experience: the Moderation Effect of Nervousness [J]. Studies of Psychology and Behavior, 2019, 17(3): 348-353.
[9]	ZHANG Dongmei, LU Haidong. Expertise Reversal Effect in the Use of Advance Organizer Strategy in Text Learning [J]. Studies of Psychology and Behavior, 2019, 17(1): 83-90.
[10]	ZHANG Jinkun, LIU Xiaoqian, YANG Lixian. The Effects of Background Graph and Perceptual Fluency on Meaningful Text Learning [J]. Studies of Psychology and Behavior, 2018, 16(6): 757-762.
[11]	GAN Jiaqun, GUO Yingxiu, GUO Yunfei, ZHANG Zhe, CHEN Youzhen. The Effect of Implementation Intentions on Prospective Memory Under Different Cognitive Load [J]. Studies of Psychology and Behavior, 2017, 15(6): 743-749.
[12]	Gong Shaoying, Zhang Panpan, Shangguan Chenyu. The Effect of Learner Control and Task Difficulty on Multimedia Learning [J]. Studies of Psychology and Behavior, 2017, 15(3): 335-342.
[13]	Sun Chongyong. The Influence of Speech-Associated Gestures on Cognitive Load in English Multimedia Learning [J]. Studies of Psychology and Behavior, 2016, 14(5): 633-639.
[14]	Tang Ming, Liu Rude, Gao Qin, Zhuang Hongjuan, Wei Jun, Di Miaoci. Regulatory Focus and Grit in Senior High School Students: The Mediating Role of Academic Emotions [J]. Studies of Psychology and Behavior, 2016, 14(4): 479-485.
[15]	Shi Guoxing, Zhao Haidi. Attention and Memory Bias in Highly Trait-Anxious Senior High School Students to Negative Information [J]. Studies of Psychology and Behavior, 2015, 13(4): 495-499.